Paavo H T Leppänen
Biographic Data
| ID | 1692046 |
|---|---|
| NAME | Paavo H T Leppänen |
| GIVEN NAMES | Paavo H T |
| FAMILY NAME | Leppänen |
| SIGNATURE | LEPPÄNEN P H T |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-8941-2225 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Masked priming effects on Finnish English learners’ metaphor comprehension
The longitudinal interplay of print exposure and auditory brain responses in the prediction of reading skills
Auditory brain responses' longitudinal interplay with print exposure and their predictive effects on reading skills were examined in a sample followed from age 4 to 10 years. Print exposure was represented by parent-child shared reading and children's independent print exposure, whereas speech and non-speech stimuli were used to evoke brain responses (N250). We also examined the roles of familial risk (parental dyslexia) and parental education in…
Rhythm and Reading Abilities
This study was conducted to investigate the previously indicated causal relationship between reading impairment and difficulties in rhythm perception in an adult sample. In our study the comparison was made between the family risk for dyslexia and the no-risk for dyslexia groups to assess the possibility of shared risk factors. We hypothesized that a relationship exists between reading deficits and lower performance in rhythm perception within th…
Sixth graders’ selection and integration when writing from multiple online texts
This study examined students’ ability to select relevant ideas from multiple online texts and integrate those ideas in their written products. Students ( N = 162) used a web-based platform to complete an online inquiry task in which they read three texts presenting different perspectives on computer gaming and wrote an article for a school magazine on the issue based on these texts. Students selected two snippets from each text during reading and…
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
This study identified online research and comprehension (ORC) performance profiles of 436 sixth‐grade students (206 girls) aged 12–13 years. We included learner groups with different learning‐related difficulties and explored how students’ reading habits were represented in various performance profiles. First, students’ ORC performance was examined with a validated web‐based assessment measuring their skills in locating, evaluating, synthesizing,…
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first g…
Promoting sixth graders’ credibility evaluation of Web pages
Investigating elementary school students’ text-based argumentation with multiple online information resources
The role of motor system in action-related language comprehension in L1 and L2
The framework of embodied cognition has challenged the modular view of a language-cognition divide by suggesting that meaning-retrieval critically involves the sensory-motor system. Despite extensive research into the neural mechanisms underlying language-motor coupling, it remains unclear how the motor system might be differentially engaged by different levels of linguistic abstraction and language proficiency. To address this issue, we used fMR…
Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI)
The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD
Neural Processing of Congruent and Incongruent Audiovisual Speech in School-Age Children and Adults
Seeing articulatory gestures enhances speech perception. Perception of auditory speech can even be changed by incongruent visual gestures, which is known as the McGurk effect (e.g., dubbing a voice saying /mi/ onto a face articulating /ni/, observers often hear /ni/). In children, the McGurk effect is weaker than in adults, but no previous knowledge exists about the neural-level correlates of the McGurk effect in school-age children. Using brain …
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
The development of children at familial risk for dyslexia
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The development of children at familial risk for dyslexia
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI)
The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD
Neural Processing of Congruent and Incongruent Audiovisual Speech in School-Age Children and Adults
Seeing articulatory gestures enhances speech perception. Perception of auditory speech can even be changed by incongruent visual gestures, which is known as the McGurk effect (e.g., dubbing a voice saying /mi/ onto a face articulating /ni/, observers often hear /ni/). In children, the McGurk effect is weaker than in adults, but no previous knowledge exists about the neural-level correlates of the McGurk effect in school-age children. Using brain …
Promoting sixth graders’ credibility evaluation of Web pages
Investigating elementary school students’ text-based argumentation with multiple online information resources
The role of motor system in action-related language comprehension in L1 and L2
The framework of embodied cognition has challenged the modular view of a language-cognition divide by suggesting that meaning-retrieval critically involves the sensory-motor system. Despite extensive research into the neural mechanisms underlying language-motor coupling, it remains unclear how the motor system might be differentially engaged by different levels of linguistic abstraction and language proficiency. To address this issue, we used fMR…
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first g…
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
This study identified online research and comprehension (ORC) performance profiles of 436 sixth‐grade students (206 girls) aged 12–13 years. We included learner groups with different learning‐related difficulties and explored how students’ reading habits were represented in various performance profiles. First, students’ ORC performance was examined with a validated web‐based assessment measuring their skills in locating, evaluating, synthesizing,…
Rhythm and Reading Abilities
This study was conducted to investigate the previously indicated causal relationship between reading impairment and difficulties in rhythm perception in an adult sample. In our study the comparison was made between the family risk for dyslexia and the no-risk for dyslexia groups to assess the possibility of shared risk factors. We hypothesized that a relationship exists between reading deficits and lower performance in rhythm perception within th…
Sixth graders’ selection and integration when writing from multiple online texts
This study examined students’ ability to select relevant ideas from multiple online texts and integrate those ideas in their written products. Students ( N = 162) used a web-based platform to complete an online inquiry task in which they read three texts presenting different perspectives on computer gaming and wrote an article for a school magazine on the issue based on these texts. Students selected two snippets from each text during reading and…
Masked priming effects on Finnish English learners’ metaphor comprehension
The longitudinal interplay of print exposure and auditory brain responses in the prediction of reading skills
Auditory brain responses' longitudinal interplay with print exposure and their predictive effects on reading skills were examined in a sample followed from age 4 to 10 years. Print exposure was represented by parent-child shared reading and children's independent print exposure, whereas speech and non-speech stimuli were used to evoke brain responses (N250). We also examined the roles of familial risk (parental dyslexia) and parental education in…
Psychology (12 works) · Linguistics (10 works) · Cognition (8 works) · Reading and Literacy Development (8 works) · Literacy (7 works) · Cognitive psychology (6 works) · Computer Science (6 works) · Developmental psychology (6 works) · Dyslexia (5 works) · Comprehension (4 works)